and Curriculum Instruction 210
Child Growth and Development Illinois State University Spring 2006
Section 3: T/Th 2:00-3:15 p.m. DeG 24 Section 4: T/Th 3:35-4:50 p.m. DeG 24 Instructor Dr. Alan Bates Office: DeGarmo 224 Phone: [phone] (office) E-mail: [e-mail] Office hours: Tue. & Thu. 12-1 pm or anytime by appointment Course Website: www.ilstu.edu/~abates Catalog Description Physical, social, emotional, and mental development of the child from conception to adolescence; methods of studying children and their behavior. Incl Clin Exp 9 hrs. Exp Type 1-4. 3 semester hrs. credit. Text McDevitt, Teresa M. and Ormond, Jeanne Ellis (2004). Child Development: Educating and Working with Children and Adolescent-Second Edition. Upper Saddle River, NJ: Prentice Hall. LiveText is also required for this course for all elementary education majors. The LiveText CD-ROM may be purchased at the TechZone in the bone Student Center. Relationship to Conceptual Framework Realizing the Democratic Ideal This course, by focusing on looking closely at children in relation to their development, adheres to the principle of showing sensitivity to the individual as well as cultural diversity. In addition, the underpinnings of this course recognize the appropriate teaching strategies have to be tailored to diverse learners as each child is given respected status in the classroom community and the instructional support that he/she needs and deserves. Doctoral Teaching Assistant Jase Teoh Office: DeGarmo 220 Phone: [phone] E-mail: [e-mail]
Objectives Upon completion of this course and the accompanying field experience, students will: A. compare and contrast the various aspects of the child development theoretical base of information. [ACEI, 3a, 3b; IPTS, K1a, P1g, K2b, K2d, K5a, K5d, P5l, K7a, K10c; MV 1 and IV 1] discuss and apply from a perspective of diversity the patterns found in the development of children in the following domains: Physical, socio-emotional, cognitive, language, and creative. [ACEI, 2a, 2b, 2h, 3b, 3c, 3d, 3e, 4a; IPTS, K1a, K2a, K2b, K2f, P2g, K3d, P4j, P4l, K6d, P5l, P50, K6a, K6e, K10c; MV 1, 2 and IV 1, 2, 3] explain the elements of a healthy lifestyle for children, including nutrition, physical fitness, sleep patterns/requirements, and activities or substances that may contribute to disease or poor health. [ACEI 1, 2a, 2g, 3b, 3e, 5a, 5d; IPTS K1e, P1m, K2f, P2i, K3a, P3h, P3k, P3n, P4m, P4s, K5e, K5g, P5o, P5q, P6m, P71, K8g, K10d, K11f, Kllh; MV 1, 2, 3, 4 and IV 1, 2, 3, 4] discuss the application techniques which are used to connect developmental theory/knowledge/diversity to children in classrooms and their social worlds. [ACEI, 2b, 2c, 2d, 2e, 2f, 3b, 3d, 3e, 5c, 5d; IPTS K5d, K5e, P5j, P5m, K6a, P6f, P6g; MV 3 and IV 1, 3] utilize developmental theory and understanding of children in the clinical component of this course. [ACEI, 2I, 3a, 3b, 5; IPTS K9a, P9h, P9p, P9tK10d, P10e, P10f, P10g, K11c, P11k, P11q; MV 1, 3, 4 and IV 1, 2, 4]
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Course Outline I. Theories of Child Development--basic issues, stages of development. II. Methods of Inquiry--research methods, data collection techniques and analyzing research studying III. Physical Development Across Childhood--physical well-being and special needs IV. Cognitive Development--Piaget and Vygotsky V. Cognitive Development- cognitive processes, information processing theories, metacognition and strategies VI. Intelligence- theories, measurement, case study and differences VII. Language Development- theories, trends, second language and diversity VIII. Personal and Emotion Development- attachment, temperament, and self awareness and identity IX. Social Understanding and Moral Development- social cognition, conception of society and social groups, and theories of moral development and variations X. Development of Motivation and Self Regulation XI. Families- family structures, family influences, school- family partnerships XII. Interpersonal Relationships- peers, sexual relationships, and pattern development
Requirements for Course Assignments 1. Oral Participation (20 pts) It is expected that students make meaningful contributions to class discussions and activities on a regular basis. 2. Written Participation (points will vary) A variety of formative assessment tasks will be given to provide students with opportunities to informally test their understanding of course content and to practice applying that knowledge base to real and hypothetical situations. This may include both in-class and homework assignments. 3. Clinical Observations (60 pts) ISU Lab Schools: Students will have 9 hours of clinical experience at the Illinois State University Lab schools. Students will observe 6 hours at Metcalf and 3 hours at University High School. Students also will be required to write one 4-6 page paper in which they will examine developmental differences across the different grade levels they have observed. Observations and paper should cover physical, cognitive, social emotional and language development. This assignment must be completed if it is not completed, you will receive an F for your course grade. *Further details for these observations, including dates/times of observations and due dates of observation papers, will be given at a later date. 4. Group Presentation (40 pts) In small groups, students will pick one of the following health education topics to make a presentation to the rest of the class: nutrition, sleep patterns/requirements, physical fitness, street drugs education, smoking, alcohol, and sexually transmitted disease. Peer presentations must include basic information on the topic appropriate for children, discussion of effects on the body systems, clarification of any misconceptions, suggested books and other instructional resources for children, and teacher resources for colleagues. *Elementary Education majors ONLY must post the outline of their presentation and a list of visuals used on LiveText. This Assignment will be graded using the attached rubric. This rubric will be discussed at a later date. 5. Quizzes (45 pts) There will be 3 quizzes during the semester. Two quizzes will cover material from the group presentations and the other quiz will cover material from the last 2 chapters covered. 6. Examinations (180 pts 60 points each) There will be four exams during the semester, including a comprehensive final exam. Each exam will consist of 60 multiple-choice and/or true-false questions. The lowest test score will be dropped. You are allowed to drop the final exam.
Student Performance Evaluation Methods: Assignments 1. Oral Participation 2. Written Participation 3. Clinical Observations 4. Group Presentation 5. Quizzes 6. Exams Total Points 20 ?? 60 40 45 180 Grading Scale: A= 92%-100% B = 82%-91% C = 72%-81% D = 62%-71% F = 61% and below
CLASS POLICIES Attendance Attendance is very important in this class. A great deal of information is covered in a short amount of time. Attendance will not be formally taken, however, if you are absent for a class activity or quiz, you WILL NOT be allowed to make up those points. Quiz dates are announced ahead of time, but class activities are not, so miss class at your own risk. Also, when you are not in class, you cannot participate so attendance may affect your participation grade as well. There is no need to e-mail or call me if you are going to be absent unless your absence is going to be long term and for a documented reason (illness, death in family, etc.). Late Assignments Assignments will be due at the beginning of the class period on the date specified. Late assignments will be accepted, however, you will lo...